Evolución temporal y diferencias en la competencia emocional de maestros en formación y en ejercicio
Loading...
Official URL
Full text at PDC
Publication date
2023
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Murcia. Servicio de Publicaciones
Citation
García Domingo, B. y Pérez Bonet, G. (2024). Evolución temporal y diferencias en la competencia emocional de maestros en formación y en ejercicio. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 135-149. https://doi.org/10.6018/reifop.580951
Abstract
Este trabajo pretende describir el nivel de competencia emocional (CE) de los maestros en formación y en ejercicio de la CAM, realizando una comparativa entre ambos y analizan dos evolución en el tiempo en ausencia de formación específica. La muestra está conformada por 950 participantes (658 estudiantes y 292 docentes) a los que se aplicó el TMMS-24 con una sección identificativa donde registrar la edad, sexo, curso académico delos estudiantes y años de experiencia docente delos maestros. Los análisis descriptivos, inferenciales y asociativos efectuados pusieron en evidencia que la edad y la experiencia profesional tuvieron un efecto muy limitado sobre la evolución de la CE delos maestros en ejercicio, aunque la de los estudiantes sí pareció desarrollarse con la edad y el transcurso de los cursos académicos. Esto sugiere que la CE podría mejorarse activamente a través de la inclusión de formación reglada en los programas de grado; así, las políticas educativas cumplirían con las actuales demandas para la inserción laboral y el desarrollo profesional docente de los titulados dotándoles de las competencias genéricas con mayor valor en el mercado laboral del siglo XXI..
The aim of this paper is to describe theemotional competence (EC) levels of traineeand practising teachers at CAM, to make a comparison between the two and to analyse its development over time in the absence of specific training.The sample consisted of 950 participants (658 students and 292 teachers) who filled in the Spanish version ofthe TMMS-24andan identification section where the age, sex, academic year of the students and years of teaching experience of the teachers were recorded.The descriptive, inferential,and associative analyses carried out showed that age and professional experience had a very limited effect on the development of practicing teachers' EC, although that of students appeared to develop with age and over the course of academic years.This suggests that EC could be actively enhanced through the inclusion of formal training in degree programmes, thus education policies would meet current demands for employability and career development of graduates by providing them with one of the generic competences that are most valuable in the 21st century labour market
The aim of this paper is to describe theemotional competence (EC) levels of traineeand practising teachers at CAM, to make a comparison between the two and to analyse its development over time in the absence of specific training.The sample consisted of 950 participants (658 students and 292 teachers) who filled in the Spanish version ofthe TMMS-24andan identification section where the age, sex, academic year of the students and years of teaching experience of the teachers were recorded.The descriptive, inferential,and associative analyses carried out showed that age and professional experience had a very limited effect on the development of practicing teachers' EC, although that of students appeared to develop with age and over the course of academic years.This suggests that EC could be actively enhanced through the inclusion of formal training in degree programmes, thus education policies would meet current demands for employability and career development of graduates by providing them with one of the generic competences that are most valuable in the 21st century labour market